Post 8

After reading chapter 10, I decided to rank this chapter at the top of the ones we have covered so far. School counselors have many obligations with which they need to take care of on a daily basis. Every single obligation I can think of deals with collaboration and/or consultation. Dollarhide and Saginak (2012) begin the chapter with a vignette about a counselor (Yer), and her frustrations with teachers in the Social Studies department. Although I did become pretty heated during class, I am still holding strong to my claim that the question was in regard to Yer’s issue with the Social Studies department. However, I can see how a different perspective (Julia) may feel that Yer’s issue is with her counselor friend. Focusing on the issue that I presumed was the issue, Yer has to collaborate and consult with a few parties in this situation. She needs to work with the lead Social Studies teacher, young Social Studies teachers, and students within these classes. She needs to approach these situations in different ways in order to meet the needs of each consultee. Outside looking in, this situation seems very plausible, yet, it is only one example of different ways school counselors are challenged and sought for reconciliation. As an elementary school teacher, I must be able to collaborate and consult on a daily basis as well. Nurses, parents, counselors, teachers, administrators, and other stakeholders are all responsible for the success of our students. Yes, I may be the classroom teacher who is “teaching” my students skills, but I am also working collaboratively with others to ensure the best strategies and methods to teach these skills a safe environment. As a school counselor, one must be able to be visible and known throughout the school. This task is much more challenging that my job as a teacher. I know my set of 25 – 30 students, I know their parents, and I know my role in the school system. I feel that a school counselor may be stretched too thin. Having a case load of say 400 students would entail knowing these students, their parents, their background, their health, their teachers, their needs, and the list goes on. Lastly, I would like to note how Dollarhide and Saginak (2012) compared counseling to consultation. On one hand, I view consulting using the consultee’s experiences as a way to help them with their dilemma. The counselor may build on the consultee’s life, experiences, and training (Kahn 2000). Here, school counselor is more of a mediator for two parties where the consultee is the one who goes about correcting the problem with the other party. On the other hand, I feel counseling that occurs when the client is asked to look within themselves in light of a situation. A counselor may provide opportunities for the client to reflect on his or her feelings and behavior. A counselor may have the client come back to them to check on progress and development. Here, the school counselor is working in a dual relationship. Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc. Kahn, B. (2000). A model of solution-focused consultation for school counselors. Professional school counseling,3(4), 248-254